Thus, individuals are too the main actors in innovation. Individual brings to the firm in the form of knowhow, creativity and the ability to identify and exploit opportunities and ideas for innovation.This strategic behavior gives the organization towards opening new horizons and the discovery of new businesses within the same entity, which allows existing organizations develop and diversify into other activities or business areas (Burgelman, 1983). At any rate, corporate entrepreneurship allows an incumbent firm to make full utilization of its resources and capture new opportunities (Morris and Kuratko, 2002). Therefore, innovation and venturing are considered as two dimensions of corporate entrepreneurship (Covin and Miles, 1999;Guth and Ginsberg, 1990;Yiu and Lau 2008) and the role of the human capital involved in the innovation processes has to be considered as a resource that could foster the identification and/or exploitation of innovative ideas by corporate entrepreneurs (Coduras et. al., 2011, Birkinshaw, 1997.Hong Chung and Gibbons (1997), state that the entrepreneurial behavior within an organization can only be effectively created and controlled through an appropriate corporate culture. Both, entrepreneurs and innovators introduce new inventions into productive activities (Wu and Huarng, 2015). Dess et al (2003), and later Kuratko (2007) propose a comprehensive model from the point of view of management and transfer of knowledge which combines three fundamental aspects, such as environmental factors, those on your own organization, and the consequences associated with corporate entrepreneurship. Finkle (2012) pointed out that innovation is a key ingredient of corporate entrepreneurship where one can take an idea or invention and create something new of value (Phan, 2009). The innovation challenge is essentially around processes of search (for innovation trigger signals), selection (resource allocation) and implementation. As many writers have noted,

This article analyses the relationship between health status and the time devoted to both market and nonmarket work by individuals responding to the Spanish Time Use Survey 2002-2003. We find that better health of individuals is associated with an increase in the hours of market work, while reducing the time devoted to nonmarket work. We show that OLS estimations yield biased results, and the use of instrumental variables (IV) is needed to deal with endogeneity issues.

Despite the growing number of studies on eco-innovation, the specific human capital applied to the eco-innovative processes by firms has not been thoroughly analyzed to date. Due to this gap, this study carries out an empirical research about the definition and measurement of the human capital applied to business eco-innovation in terms of knowledge. For this purpose, we define a human capital specific index (HCSI) to analyze the influence of firms’ human capital in their eco-innovative activities. The results have been obtained through the analysis of a sample of eco-innovative Spanish firms and they show some relevant implications for practitioners regarding the decision-making process in promoting eco-innovation and for the management control of eco-innovative processes. One of the study contributions for academics is to increase the knowledge about the measurement and the impact of the specific human capital applied to eco-innovation by firms in the theoretical framework of the resource-based view theory (RBV).

Levels of time stress have increased markedly over the last 30 years, affecting well-being. Self-employment is viewed as allowing the individual greater autonomy and more flexible hours, which may reduce time stress. This article analyses time stress of the self-employed, compared to the employed, using the Spanish Time Use Survey (2002/03) finding that, when objective indicators of time allocation are included, being self-employed increases the time stress perceived by men, with our interpretation being based on the notion that not only the quantity but also the quality of leisure matters.

Perspectives of the core competencies of nurses are varied among postgraduate-year nurses, which makes it challenging to establish training programs and develop evaluation instruments. Particularly critical for nurses is the ongoing acquisition of competencies throughout life. Sometimes this acquisition is funded by the healthcare system, but the key question is how the system leverages this acquisition and ultimately how it translates into patient care. This study seeks to explore nurses’ key competencies acquired through continuing education from the perspective of two groups of postgraduate nurses with different levels of experience and with different objectives to be assessed. An NGT procedure was applied to the group discussion. The participants were recruited according to basic factors such as the number of years of professional experience, their level of education, and their preferred professional status. Thus, seventeen professionals participated in the study, representing two public hospitals in the city. Following the NGT procedure, the competencies identified from the thematic analysis were scored and ranked to achieve a consensus. Eight core issues were derived in the novel group concerning transferring the competencies to patient care quality: holism, care work, organizational barriers, specialization, no transfer, confidence, knowledge, and instrumental tools. Four core issues were derived when asked about the relationship between the resources invested and the organizational and professional development of the nursing staff: professional development, positive learning, negative learning, and recognition. In the more experienced group, seven issues were derived from the first issue raised: continuous learning, quality, confidence, holism, safe care, autonomy, and technical issues. Additionally, six issues arose from the second question: satisfaction, autonomy, creativity, productivity, professional development, and recognition. In conclusion, the perceptions of the two selected groups are negative when it comes to assessing the extent to which the competencies acquired in lifelong learning are transferred to the patient and the system evaluates and recognizes these competencies for improvement.